Audio-Visual Analysis Tool with a Geographic Lens9/26/18Page 1

Teachers should select the questions that best fit the reason for geographically analyzing this audio-visual resource.

Students: Please answer the following questions and cite your evidence.

Observe / Reflect / Question
What is the title of this audio-video?
What is the date of this audio-video?
Who is the author of this audio-video?
Who is featured in the audio-video? What are their roles?
What type (documentary, CD, movie, YouTube, and other types) of audio-video is this?
What sounds do you hear (such as animals, music, noise and other sounds)?
Is there text in this audio-video? If the text is not in English, can you identify what language is used?
Are there any pieces of information on this audio-video that you could not get from another source?
Does the audio-video mention, show or refer to aspects of physical geography (landforms and weather)?
Does the audio-video mention, show or refer to aspects of human geography (such as people, architecture, transportation systems)?
Does the audio-video refer to or name specific geographic features or locations (such as a city or a mountain)? / Are there clues in the audio-video that can tell you where and when it was recorded?
What do you know about this time period? What do you know about this place during that time? What do other dates on this audio-video represent?
Describe the spatial patterns illustrated on this audio-video (movement, connections, ecosystems, other geographic themes). What features on the audio-video determine place, region, and/or theme?
How does this audio-video represent and/or illustrate geographic themes (regions, locations, human-environment interaction, etc.)?
Does the audio-video represent world culture? Regional culture? Local culture?
Find the place(s) referred to in the audio-video on a map.
What was the motivation of the organization or person making the audio-video? How might it affect the validity of what the recording is saying?
How does this audio-video compare to current recordings of this place? How does this recording prepare people today to deal with issues today? / Why is the audio-video geographically significant or important?
What is the significance of the date of the audio-video? How does this audio-video connect to other time periods and the time period under study?
What sources may have been used to make this audio-video?
How does this audio-video illustrate human, physical, economic, societal, cultural, and political conditions for the time when the audio-video was made?
How does this audio-video connect to other primary, secondary, or tertiary resources?
Do you see any bias / perspective in this audio-video? Why does the audio-video have a bias or point of view?
How can you use this audio-video to explain the themes of geography and the geography standards?
What else did you observe about the audio-video? What questions do you have about this audio-video?
What other questions do you have about the geography of the audio-video?
Can you identify any audio-video pieces today that address a similar issue? What might those be? Why are they similar?

Teacher Notes for Using this Tool to Develop Geographic Thinking while Engaging Primary Sources

While this tool encompasses many aspects for analyzing primary sources through a geographic lens, the creators do not intend to limit its usage by teachers; however, these are some suggestions:

1. It is understood that the use of this tool may seem overwhelming to a student.

2. Teachers may select 3-5 questions from each column that would best fit the purpose for using the chosen primary source.

3. The teacher should create a separate assignment sheet for the students.

4. The teacher can manipulate these questions into any format (graphic organizer, worksheet, PowerPoint, etc.). It is suggested that the questions be kept intact as to the three general categories sincethese mirror the headings: Observe, Reflect, and Question.

5. Some vocabulary development may need to occur to use this tool effectively. Close reading strategies applied before using this tool will greatly increase student achievement.

6. This tool can serve as formative or summative assessment.

7. Please think of this tool as a skeleton on which to hang additional materials or resources that the teacher or student may discover.

Created by the Geographic Alliances from Arizona, Colorado, Nevada, and Oregon through a grant from National Geographic Society